Confirming the Identity of the Individual Using Remote Assessment in E-learning
One major issue that is regularly cited as a block to
the widespread use of online assessments in eLearning, is that of the
authentication of the student and the level of confidence that an
assessor can have that the assessment was actually completed by that
student. Currently, this issue is either ignored, in which case
confidence in the assessment and any ensuing qualification is
damaged, or else assessments are conducted at central, controlled
locations at specified times, losing the benefits of the distributed
nature of the learning programme. Particularly as we move towards
constructivist models of learning, with intentions towards achieving
heutagogic learning environments, the benefits of a properly
managed online assessment system are clear. Here we discuss some
of the approaches that could be adopted to address these issues,
looking at the use of existing security and biometric techniques,
combined with some novel behavioural elements. These approaches
offer the opportunity to validate the student on accessing an
assessment, on submission, and also during the actual production of
the assessment. These techniques are currently under development in
the DECADE project, and future work will evaluate and report their
use..
[1] J. B. Biggs, Teaching for quality learning at university: what the student
does, 2nd ed. Philadelphia, Pa.: Society for Research into Higher
Education: Open University Press, 2003.
[2] D. Boud, Assessment and Learning: contradictory or complementary?"
assessment for Learning in Higher education, pp. 35-48, 1995.
[3] F. Marton and R. Saljo, "On qualitative differences in learning I.
Outcome and process," British Journal of Educational Psychology vol.
46, 1976.
[4] P. McKenna and B. Laycook, "Constructivist or Instructivist:
Pedagogical concepts practically applied to a computer learning
environment," presented at the ITICSE-04, Leeds, UK, 2004.
[5] D. Boud, "Assessment and the Promotion of Academic Values," Studies
in Higher Education, vol. 15, pp. 101-111, 1990.
[6] Y. Cho, "Assessing writing: Are we bound by only one method,"
Assessing writing, vol. 8, pp. 165-191, 2003.
[7] C. Bereiter and M. Scardamalia, The psychology of written composition.
Hillsdale, N.J.: L. Erlbaum Associates, 1987.
[8] V. Berninger, D. Whitaker, Y. Feng, H. L. Swanson, and R. D. Abbott,
"Assessment of Planning, Translating, and Revising in Junior High
Writers," Journal of School Psychology, vol. 34, pp. 23-52, 1996.
[9] D. E. Powers and M. E. Fowles, "Effects of applying different time
limits to a proposed GRE writing test," Journal of Educational
Measurement, vol. 33, pp. 433-452, Win 1996.
[10] O. H. Graven, D. Samuelsen, and L. M. MacKinnon, "Computer-based
Role Playing Game Environment for analogue electronics," International
Journal of Online Engineering, vol. 5, pp. 27-33, 2009.
[11] O. H. Graven and L. M. MacKinnon, "Prototyping a Games-Based
Environment for Learning," presented at the eLearn, Las Vegas, US,
2008.
[12] M. Thelwall, "Computer Based Assessment: a versatile educational
tool," Computers and Education, V.34, No.1, pp. 37-49, Elsevier 2000
[13] N. Canning, "Playing with heutagogy: exploring strategies to empower
mature learners in higher education," Journal of Further and Higher
Education, V.34, No.1, pp. 59-71, Taylor & Francis 2010
[14] P.S. Dowland and S.M. Furnell, "A long term trial of of keystroke
profiling using digraph, trigraph and keyword latencies," Security and
Protection in Information Processing Systems, IFIP 2004, V.147, pp.
275-289, Springer.
[15] L. MacKinnon and L. Bacon, "'Reusing an Existing Wheel' Developing
Data Architecture for Cooperating Autonomous and Semi-Autonomous,
Agent-based Web Services," IETE Technical Review, V.26, No. 5, pp.
330-334, IETE 2009
[16] E. Bacon and L. MacKinnon, "Automated Student Portfolio
Development and Verification for Expertise Capture in Learning and
Development Activities - the DECADE Approach," Proceedings of
Global Learn Asia Pacific 2010 Conference on Learning and
Technology, Penang, Malaysia, May 2010, AACE.
[1] J. B. Biggs, Teaching for quality learning at university: what the student
does, 2nd ed. Philadelphia, Pa.: Society for Research into Higher
Education: Open University Press, 2003.
[2] D. Boud, Assessment and Learning: contradictory or complementary?"
assessment for Learning in Higher education, pp. 35-48, 1995.
[3] F. Marton and R. Saljo, "On qualitative differences in learning I.
Outcome and process," British Journal of Educational Psychology vol.
46, 1976.
[4] P. McKenna and B. Laycook, "Constructivist or Instructivist:
Pedagogical concepts practically applied to a computer learning
environment," presented at the ITICSE-04, Leeds, UK, 2004.
[5] D. Boud, "Assessment and the Promotion of Academic Values," Studies
in Higher Education, vol. 15, pp. 101-111, 1990.
[6] Y. Cho, "Assessing writing: Are we bound by only one method,"
Assessing writing, vol. 8, pp. 165-191, 2003.
[7] C. Bereiter and M. Scardamalia, The psychology of written composition.
Hillsdale, N.J.: L. Erlbaum Associates, 1987.
[8] V. Berninger, D. Whitaker, Y. Feng, H. L. Swanson, and R. D. Abbott,
"Assessment of Planning, Translating, and Revising in Junior High
Writers," Journal of School Psychology, vol. 34, pp. 23-52, 1996.
[9] D. E. Powers and M. E. Fowles, "Effects of applying different time
limits to a proposed GRE writing test," Journal of Educational
Measurement, vol. 33, pp. 433-452, Win 1996.
[10] O. H. Graven, D. Samuelsen, and L. M. MacKinnon, "Computer-based
Role Playing Game Environment for analogue electronics," International
Journal of Online Engineering, vol. 5, pp. 27-33, 2009.
[11] O. H. Graven and L. M. MacKinnon, "Prototyping a Games-Based
Environment for Learning," presented at the eLearn, Las Vegas, US,
2008.
[12] M. Thelwall, "Computer Based Assessment: a versatile educational
tool," Computers and Education, V.34, No.1, pp. 37-49, Elsevier 2000
[13] N. Canning, "Playing with heutagogy: exploring strategies to empower
mature learners in higher education," Journal of Further and Higher
Education, V.34, No.1, pp. 59-71, Taylor & Francis 2010
[14] P.S. Dowland and S.M. Furnell, "A long term trial of of keystroke
profiling using digraph, trigraph and keyword latencies," Security and
Protection in Information Processing Systems, IFIP 2004, V.147, pp.
275-289, Springer.
[15] L. MacKinnon and L. Bacon, "'Reusing an Existing Wheel' Developing
Data Architecture for Cooperating Autonomous and Semi-Autonomous,
Agent-based Web Services," IETE Technical Review, V.26, No. 5, pp.
330-334, IETE 2009
[16] E. Bacon and L. MacKinnon, "Automated Student Portfolio
Development and Verification for Expertise Capture in Learning and
Development Activities - the DECADE Approach," Proceedings of
Global Learn Asia Pacific 2010 Conference on Learning and
Technology, Penang, Malaysia, May 2010, AACE.
@article{"International Journal of Business, Human and Social Sciences:56110", author = "Olaf Hallan Graven and Lachlan MacKinnon", title = "Confirming the Identity of the Individual Using Remote Assessment in E-learning", abstract = "One major issue that is regularly cited as a block to
the widespread use of online assessments in eLearning, is that of the
authentication of the student and the level of confidence that an
assessor can have that the assessment was actually completed by that
student. Currently, this issue is either ignored, in which case
confidence in the assessment and any ensuing qualification is
damaged, or else assessments are conducted at central, controlled
locations at specified times, losing the benefits of the distributed
nature of the learning programme. Particularly as we move towards
constructivist models of learning, with intentions towards achieving
heutagogic learning environments, the benefits of a properly
managed online assessment system are clear. Here we discuss some
of the approaches that could be adopted to address these issues,
looking at the use of existing security and biometric techniques,
combined with some novel behavioural elements. These approaches
offer the opportunity to validate the student on accessing an
assessment, on submission, and also during the actual production of
the assessment. These techniques are currently under development in
the DECADE project, and future work will evaluate and report their
use..", keywords = "E-learning, remote identification, assessment.", volume = "6", number = "12", pages = "3517-4", }